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Tag » inclusive- 1/1/08 - Carole Edelsky
Students with disabilities have a right to a high quality education, an education that goes beyond a focus on skills and instead sets its sights on loftier goals (promoting equity), more ethical dispositions (e.g., a concern for fairness), and more elusive but critical habits of mind (e.g., engaging with inquiry). All students deserve such an education, and students with disabilities are no exception. What does such an education look like? What is the teacher doing? And what is the principal... - 1/1/06 - National Center for Technology Innovation,
NCTI has suggestions for how assistive and accessible technologies and other supplemental services can help make activities more inclusive for students with special needs. Multilingual, this webpage is for those who provide services for early childhood settings, as well as families with young children. Information and demonstrations are given relating to inclusive education. The project is funded by the U.S. Department of Education, Office of Special Education. One can search for examples of inclusive settings, as well as view discussions and questions that have been answered by people invovled in inclusion. There are role-playing scenarios and re-printable... - 1/1/05 - Deb Staub
Inclusion is receiving lots of attention, both in school districts across the country and in the popular media. Most of that attention is focused on how inclusion affects the students with disabilities. But what about the students who don’t have disabilities? - 1/1/09 - Lisa Tolentino
When I think back to the years when my sister and I were children, I remember a time when I could still fully relate to her. In her youth, she was a lot like me: a very shy and sensitive child who was acutely in tune with the emotions of others. We both experienced complex feelings but lacked the words to express ourselves. We empathized on-demand, giggling uncontrollably at curious coincidences or weeping quietly while adults whispered of serious matters. And we both knew when someone was... - 1/1/04 - B. J. Smith , P. Strain , M. M. Ostrosky
This What Works Brief is part of a continuing series of short, easy-to-read, “how to” information packets on a variety of evidence-based practices, strategies, and intervention procedures. The Briefs are designed to help teachers support young children’s social and emotional development. They include examples and vignettes that illustrate how practical strategies might be used in a variety of early childhood settings and home environments. The inclusion of young children with special... - 1/1/09 - Umesh Sharma
The topic of my blog is the role of school leaders in enhancing inclusion of children who display disruptive behaviours. I want to share a true case study that has led me to raise some questions in the hope of initiating substantive, honest dialogue about what it means when we call a school “inclusive.” - 1/1/06 - Phil Ferguson
Teachers and administrators are all familiar with the growing movement toward the inclusion of children with disabilities into general education classrooms. Discussions about how to do this, with which children, at what ages, and with what supports and structural reforms are happening in urban school districts across the country. As a result, there is an increasing amount of information and research about the “how and why” of inclusion. Indeed, some of that information is available from... - 1/1/05 - Christine Salisbury , Gail McGregor
School leaders play an important role in promoting and sustaining change in schools. Without their efforts, schools cannot change or improve to become places where all students are welcome, and where all students learn essential academic and non-academic lessons in preparation for life in the community. Nowhere is this initiative more important than in urban schools where many students have been left behind, shunted aside, or asked to learn with poor or inadequate buildings, materials, and... - 1/1/07 - National Professional Development Center on Inclusion,
Activity Purpose: to share key research points related to early childhood inclusion; and, to facilitate discussion among participants on their reactions to these research points and application to their work. - 1/1/07 - National Professional Development Center on Inclusion,
This document is a summary of key conclusions or “synthesis points” drawn from a review of the literature or research syntheses on early childhood inclusion. We encourage you to reproduce it for distribution and use it in a variety of contexts including professional development, policy development, planning, advocacy, and grant writing. - 1/1/06 - Technical Assistance ALLIANCE for Parent Centers,
This study summarizes 20 studies of more than 4600 students in kindergarten through Grade 12. Seven hundred sixty of the students have learning disabilities. The studies cover a 22 year period. They looked at students’ views, opinions, and attitudes on teacher practices in inclusive, general education classrooms. - 1/1/09 - National Professional Development Center on Inclusion,
This is a seven-step sequence for considering the key components and contexts of a statewide early childhood professional development system. A definition and conceptual framework for professional development are included, as well as suggestions for facilitation, guiding questions, key considerations, and planning forms. - 1/1/09 - Phyllis Jones
When I was a young girl living in the North East of England, our main form of transport out of the small town was a public bus. My family and I would sit in the bus shelter waiting for the bus to arrive with a sense of positive anticipation of the trip we were going to take. However, on occasion we would wait and the bus would not arrive at the scheduled time; sometimes the bus was late and sometimes it did not come at all. On many of these occasions, we had to return home or change our... - 1/1/09 - National Professional Development Center on Inclusion,
The webinar uses anecdotes and lessons learned from states to frame a guided tour of a 7-step process for developing an integrated, cross-sector state professional development system. Tools to support this process, including a planning guide and a definition and conceptual framework for professional development will be shared. Examples will also be provided of how two states (Minnesota and Pennsylvania) are using this process to build regional, cross-sector early childhood professional... - 1/1/09 - National Professional Development Center on Inclusion,
Paper addresses the following: (1) recognized components of global program quality and the quality improvement movement; (2) the need for additional dimensions of program quality to define high quality inclusion, given the growing number of inclusive early childhood programs that serve young children with disabilities and their families (3) recommendations for infusing content on inclusive program quality in professional development using the <span class='abstract_italic'>who</span>, the...
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